Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2011 Bystander Behavior: Understanding Undergraduate Male Involvement in Dangerous Drinking Situations Christopher Allen Waugh Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Higher Education Administration Commons Recommended Citation Waugh, Christopher Allen, "Bystander Behavior: Understanding Undergraduate Male Involvement in Dangerous Drinking Situations" (2011). Dissertations. 152. https://ecommons.luc.edu/luc_diss/152 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2011 Christopher Allen Waugh LOYOLA UNIVERSITY CHICAGO BYSTANDER BEHAVIOR: UNDERSTANDING UNDERGRADUATE MALE INVOLVEMENT IN DANGEROUS DRINKING SITUATIONS A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN HIGHER EDUCATION BY CHRISTOPHER A. WAUGH CHICAGO, ILLINOIS MAY 2011 Copyright by Christopher A. Waugh, 2011 All rights reserved ACKNOWLEDGMENTS Thanks to Mom, for valuing education and doing homework with me at night, especially when I didn’t want to, and thanks to Dad, who often reminded me, growing up, “Chris, you can stay on the farm, or you can get an education and do whatever you want.” I’m inspired by your love, by your example, and by your hard work. To my family, all of you, for sharing your lives and for your love and support, especially to Sis, my second “Mom,” and to Heather, the dearest friend a brother could have. Thanks to “Mom and Pop Morris,” for accepting me as your own son and for your never-ending encouragement and email epistles. To my friends and colleagues at Lake Forest College, especially Cory Stevens, Rita Koller, and David Levinson, who were instrumental in assisting with my research and formatting: I’m grateful. To my “dream team” committee members, Art Munin and Jennifer Haworth, for your ongoing guidance, support, and friendship; I am blessed that our paths have crossed. To Terry Williams: you have been my guide through this entire wonderful experience, and I greatly appreciate all of it. I aspire to be like you as a person and as a professional. And finally, to Kristina, my transcriber, editor, and best friend, who provides for me a life that’s far better than I deserve, but then again, so are you. Thank you for everything. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS iii LIST OF TABLES viii CHAPTER I: INTRODUCTION TO THE STUDY 1 Background to the Study 4 Alcohol Abuse on Campus 4 Student Development Theory 8 Bystander Theory 11 Bystander group dynamics 11 Individual bystander beliefs and attitudes 13 Current Bystander Intervention Strategies 16 Research Questions 21 Definitions 22 Significance of the Study 26 CHAPTER II: REVIEW OF THE LITERATURE 29 Alcohol Use, Abuse, and Policy in the United States 29 Prohibition to Vietnam 30 National Minimum Drinking Age Act 31 Amethyst Initiative 33 Alcohol Abuse on College Campuses 34 Binge Drinking 34 Positive Potential of College Student Bystanders 35 Bystander Behavior Research 39 Bystander Dynamics Related to Group Context 41 Bystander Dynamics Related to Individual Beliefs and Attitudes 45 Bystander Intervention: Current Practices 49 Sexual Assault on College Campuses 49 Bystander Strategies to Prevent Sexual Assault 50 Bystander Strategies to Prevent Bullying 53 Research and Practice Related to Bystanders and Dangerous Drinking 55 Current Practices Related to Dangerous Drinking on Campuses 56 Potential Benefit of Bystander Training 58 Conclusion 59 CHAPTER III: RESEARCH METHODOLOGY 61 The Nature of Truth 62 Researcher Postitionality 63 Qualitative Methodology 67 The Approach 67 Pilot Study 69 Design of the Study 71 iv Site Selection 71 Participants 71 Purposeful sampling 71 Criteria 72 Identifying and contacting participants 74 Data Collection 78 Interviews 78 Narrative Data Analysis 80 Ethical Considerations 82 Informed consent 82 Confidentiality 83 Trust 83 Trustworthiness 84 Credibility 86 Dependability 87 Transferability 88 Confirmability 88 Limitations 89 Conclusion 90 CHAPTER IV: RESULTS 91 Participant Demographics 92 Participant Biographies 95 Data Analysis 98 Significant Findings Addressing Study Research Questions 104 Question One: High School Drinking / Parental Involvement 106 High school age binge drinking 106 Parents as co-participants in underage drinking 106 Question Two: Self-Centered Perspectives Of Binge Drinking Dangers 110 Drunk driving 111 Injury and fighting 112 Alcohol poisoning 113 Vandalism 114 Sexual Assault 114 Question Three: Participant Definitions of “Dangerous Drinking” 116 Popular alcohol misinformation / “urban legends” 119 Place unconscious victim on his stomach, and he’ll be fine 120 Just walk away / “he’ll sleep it off” 122 Opportunity to ridicule friends 123 Roadblocks to effective bystander engagement 124 “Bystander effect” and related themes from literature 125 Disconnect between information and action 126 Anonymity equals disengaged response 127 Lack of empathy and perceived responsibility 128 Fear of “crying wolf” 128 v Youth culture saturated with glorified binge drinking 129 Axial Coding 130 Peer Review 133 Member Checking 136 Conclusion 137 CHAPTER V: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 141 Summary of Research Study 142 Conclusions 144 Priority on Social Life Versus Academics 144 Lack of Empathy for Male Peers 146 Lack of Sense of Responsibility for Self and Others 148 The Disengaged Male Bystander: A Typology 152 The naïve male bystander 154 The ineffective male bystander 155 The malicious male bystander 156 Recommendations for Higher Education 158 Policy enforcement 158 Adult/staff presence and supervision in student living spaces 159 Reduce access to alcohol 160 Increased bystander education 161 Responsibility and empathy development 162 Approach men as allies, not violators 164 Leverage focus on social standing to shift norms 165 Suggestions for Future Research 166 Examining disengaged male bystander typology 166 The engaged, male, undergraduate bystander 166 Bystander behavior of other student populations 167 Experimental design approach 168 Bystander perspectives of student affairs professionals 168 Limitations 169 Conclusion 171 APPENDIX A: STUDENT INVITATION TO PARTICIPATE IN STUDY 173 APPENDIX B: STUDENT RESPONSE FORM 175 APPENDIX C: SYNOPSIS OF STUDY 177 APPENDIX D: INFORMED CONSENT FORM 178 APPENDIX E: INTERVIEW PROTOCOL 182 APPENDIX F: TRANSCRIBER CONFIDENTIALITY STATEMENT 186 vi APPENDIX G: HEALTH & WELLNESS INFORMATION 188 APPENDIX H: PARTICIPANT SUMMARY 190 REFERENCE LIST 193 VITA 208 vii LIST OF TABLES Table 1. Self-Reported Participant Demographic Information 94 Table 2. Specific Participant Demographic Information 98 Table 3. Open Coding: Bystander Behavior Themes, by Theme and Occurrence Rate 100 Table 4. Integrated List of Bystander Themes 104 Table 5. Overview of Open Coding Results 105 Table 6. Overview of Axial Coding Results 131 viii CHAPTER I INTRODUCTION TO THE STUDY On November 6, 1998, The Chronicle of Higher Education reported on the tragic and needless death of first-year MIT student, Scott Krueger. Krueger, a physically fit former high school athlete, was crowded out of on-campus housing in the residence halls. For some years, MIT had accepted a shortage in residence hall housing for first-year students. Seeing an opportunity to boost membership and to raise funds, fraternities and sororities offered to fill the housing shortage for the university. The fraternity system quickly accepted and housed the overflow of new first-year students within the first few days of school. “Four days after his arrival, Scott Krueger pledged and moved into Phi Gamma Delta, known as ‘Fiji.’ Ms. Krueger (Scott’s mother) says that she wanted to see the house first, but that he told her, ‘If I don't take the bed, someone else will’” (Reisberg, 1998, p. A57). The report continues, Nonetheless, she wasn't overly concerned. MIT had a fine reputation, and her son was a ‘true adult’ who had ‘never made a bad decision in his life,’ she says. Scott Krueger wasn't an experienced drinker, she says...That's why his twin sister, Katie, was worried when he told her during a telephone call on September 26, 1997, that he and 11 other pledges would have to drink a specific amount of alcohol at an initiation event that evening. (Reisberg, 1998, p. A57) This event, billed “Animal House Night” (Watt, 2008) by the fraternity, was the 1 2 culmination of the pledging process and a celebration of the new members’ entry into the fraternity (Watt, 2008). On the night that Krueger died, the new members of the fraternity were gathered together …in a designated room of the fraternity, to watch the movie Animal House, and collectively drink a certain prescribed amount of alcohol, Pamela J. Wechsler, the Assistant District Attorney who led the investigation, wrote in a report released when indictments against Phi Gamma Delta were announced in September. The chapter's “pledge trainer” gave the initiates beer and a bottle of Jack Daniels, which they consumed before each pledge met his ‘big brother,’ or mentor. Scott Krueger's big brother gave him a bottle of Bacardi spiced rum. (Reisberg, 1998, p. A57) When